© 2014 brain wrinkles ss8h2a creating a in. standards ss8h2 the student will analyze the colonial...
TRANSCRIPT
Settlement
Georgia© 2014 Brain Wrinkles
SS8H2a
Creating a
in
StandardsSS8H2 The student will analyze the colonial period of Georgia’s history. a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah.
© 2014 Brain Wrinkles
Teacher Info – Who’s & What’s• Print off the Who’s & What’s handout for each student.
• BEFORE the lesson, have students fill in the squares with what they think each term means.
• AFTER the presentation, the students will write down new (factual) information about each term.
• Check the answers as a class.
© 2014 Brain Wrinkles
© 2
01
4 B
rain
Wrin
kles
Wh
o’s
& W
hat’s
Dire
ctio
ns: B
EFO
RE th
e u
nit, w
rite w
hat y
ou th
ink e
ach
term
means. A
FTER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach
term
.
Jam
es O
gle
thorp
eC
harte
r of 1
73
2
Reaso
ns fo
r Settlin
g G
ATo
moch
ichi
Mary
Musg
rove
Savannah
Who I th
ink th
is is:
Definitio
n:
What I th
ink th
is means:
Definitio
n:
What I th
ink th
ey w
ere
:
Definitio
n:
Who I th
ink th
is is:
Definitio
n:
Who I th
ink th
is is:
Definitio
n:
What I th
ink th
is means:
Definitio
n:
Teacher Directions – CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
© 2014 Brain Wrinkles
Settle
men
t CLO
ZE N
ote
s
Og
leth
orp
e•
Jam
es O
gle
thorp
e w
as a
wealth
y, w
ell-e
duca
ted m
em
ber o
f ________________________________.
•H
e w
as u
pse
t with
the ________________________________th
at m
any o
f Lo
nd
on’s citize
ns fa
ced, e
specia
lly th
ose
that w
ere
thro
wn
in ja
il for d
ebt.
•O
gle
thorp
e w
orke
d to
________________________________________________________ fo
r these
citizens.
•In
172
0, h
e b
egan ta
lking a
bout cre
atin
g a
colo
ny to
_________________________________________________________ a
nd
unem
plo
yed
.•
Og
leth
orp
e a
sked K
ing
Georg
e II fo
r a
________________________________________________________ in 1
730.
•It w
as p
rop
ose
d th
at th
e n
ew
colo
ny b
e ca
lled G
eorg
ia, in
_________________________________________________________.
Georg
ia•
Kin
g G
eorg
e like
d th
e id
ea b
eca
use
the co
lon
y w
ould
_________________________________________________.
•It w
ou
ld a
lso se
rve a
s a ________________________________ b
etw
een Flo
rida
(Span
ish-co
ntro
lled
land
) and
the B
ritish co
lony o
f South
Caro
lina.
•In
______________, Kin
g G
eorg
e g
ran
ted
a ch
arte
r that cre
ate
d th
e
________________________________ and
nam
ed
Ogle
thorp
e a
s one o
f the
____________________ that w
ould
govern
the n
ew
colo
ny.
Ch
arte
r of 1
732
•The C
harte
r of 1
732 o
utlin
ed th
e ________________________________ G
eorg
ia:
I. Ch
arity
: The ________________________________ co
uld
ap
ply
to m
ove to
G
eorg
ia.
II. Econ
om
ics: T
he n
ew
colo
ny w
ould
send
________________________________ back to
Eng
lan
d fo
r pro
fit.
III. Defe
nse
: Georg
ia w
ould
________________________________ and
oth
er
colo
nie
s from
the S
panish
, French
, an
d N
ativ
e A
merica
ns.
Truste
es
•G
eorg
ia w
as to
beco
me a
________________________________.•
The n
ew
truste
es co
uld
__________________________________________ for
them
selv
es, b
ut w
ere
allo
wed
to g
ive it to
oth
er p
eople
.•
They co
uld
govern
the co
lony fo
r ________________________________, afte
r th
at, th
e co
lon
y’s g
overn
men
t was to
pass to
the
________________________________.
Colo
nis
ts•
Og
leth
orp
e in
terv
iew
ed h
und
reds o
f people
, but o
nly
acce
pte
d
________________________________ to tra
vel to
Georg
ia.
•H
e o
nly
acce
pte
d p
eople
with
___________________________________________________________(ta
ilors,
carp
ente
rs, bake
rs, farm
ers, e
tc.).•
Many B
ritish citize
ns su
pp
orte
d O
gle
thorp
e’s v
entu
re b
y
_________________________________________________.•
All co
lonists w
ere
giv
en _______________________________________, to
ols fo
r fa
rmin
g, a
nd fo
od to
last fo
r one y
ear.
•In
retu
rn, th
e co
lon
ists had
to a
gre
e to
_____________________________________________, n
ot se
ll lan
d, g
row
crop
s, and
to
_________________________________________________________.
© 2
01
4 B
rain
Wrin
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s
Settlement CLOZE Notes
Am
eric
a•
On
Novem
ber 1
7, 1
73
2, th
e
______________________________________________ with
Ogle
thorp
e a
nd
11
4 o
ther p
eople
on b
oard
.•
In ________________________________ , th
ey a
rrived in
Am
erica
.•
Og
leth
orp
e se
lecte
d a
______________________________________________________________fo
r se
ttlem
en
t.•
The n
ew
city w
ould
be ca
lled ________________________________ .
Tom
och
ich
i•
While
scoutin
g th
e n
ew
land
, Og
leth
orp
e m
et a
gro
up
___________________________________________ and th
eir ch
ief,
Tom
och
ichi.
•O
gle
thorp
e d
id _____________________________________________ to
occu
r betw
een th
e In
dia
ns a
nd
the co
lonists.
•H
e w
ante
d to
__________________________________________ to e
nsu
re
the su
ccess o
f the n
ew
settle
ment.
Mary
Mu
sg
rove
•Fo
rtunate
ly fo
r Og
leth
orp
e, a
________________________________ nam
ed
Mary
Mu
sgro
ve o
ffere
d to
be h
is ________________________________ .
•Sh
e se
rved a
s inte
rpre
ter fo
r Ogle
thorp
e fro
m 1
733 to
174
3 a
nd
help
ed h
im
_____________________________________________________________.•
Musg
rove h
elp
ed
Ogle
thorp
e a
nd To
moch
ichi w
ork
tog
eth
er to
esta
blish
a ________________________________ .
•H
er ___________________________________________ to
the fo
un
din
g o
f th
e co
lony o
f Georg
ia.
Savan
nah
•In
________________________________ , Ogle
thorp
e a
nd
the co
lonists
________________________________ besid
e th
e riv
er fo
r the n
ew
city o
f Savann
ah
.•
The tru
stees h
oped th
at S
avann
ah
would
be a
“________________________________ ”.
•They w
ante
d th
e ________________________________ , th
e la
nd
hold
ings to
be re
stricted, a
nd
________________________________ in
the co
lony.
© 2
01
4 B
rain
Wrin
kle
s
Settle
men
t CLO
ZE N
ote
s K
EY
O
gle
thorp
e•
Jam
es O
gle
thorp
e w
as a
wealth
y, w
ell-e
duca
ted m
em
ber o
f En
gla
nd’s Pa
rliam
ent.
•H
e w
as u
pse
t with
the h
arsh
cond
itions th
at m
any o
f Lond
on
’s citize
ns fa
ced
, esp
ecia
lly th
ose
that w
ere
thro
wn
in ja
il for d
ebt.
•O
gle
thorp
e w
orke
d to
imp
rove th
e q
uality
of life
for th
ese
citizens.
•In
17
20, h
e b
egan
talk
ing a
bout cre
atin
g a
colo
ny to
help
the
country
’s poor a
nd u
nem
plo
yed.
•O
gle
thorp
e a
sked K
ing G
eorg
e II fo
r a ch
arte
r of la
nd
in A
merica
in
17
30.
•It w
as p
rop
ose
d th
at th
e n
ew
colo
ny b
e ca
lled G
eorg
ia, in
honor o
f th
e k
ing
.
Georg
ia•
Kin
g G
eorg
e like
d th
e id
ea b
eca
use
the co
lony w
ou
ld h
elp
Engla
nd
eco
nom
ically
.•
It would
also
serv
e a
s a b
uff
er co
lon
y b
etw
een Flo
rida (S
panish
-co
ntro
lled
land) a
nd th
e B
ritish co
lony o
f South
Caro
lina.
•In
17
32, K
ing G
eorg
e g
rante
d a
charte
r that cre
ate
d th
e co
lon
y o
f G
eorg
ia a
nd n
am
ed
Ogle
thorp
e a
s one o
f the tru
stees th
at w
ou
ld
govern
the n
ew
colo
ny.
Ch
arte
r of 1
732
•The C
harte
r of 1
732 o
utlin
ed th
e re
aso
ns fo
r settlin
g G
eorg
ia:
I. Ch
arity
: Th
e p
oor a
nd u
nem
plo
yed
could
ap
ply
to m
ove to
G
eorg
ia.
II. Econ
om
ics: T
he n
ew
colo
ny w
ould
sen
d silk
, win
e, a
nd
indig
o
back
to E
ngla
nd
for p
rofit.
III. Defe
nse
: Georg
ia w
ould
pro
tect S
outh
Caro
lina a
nd o
ther
colo
nie
s from
the S
panish
, French
, and N
ativ
e A
merica
ns.
Truste
es
•G
eorg
ia w
as to
beco
me a
truste
e co
lony.
•The n
ew
truste
es co
uld
not ke
ep a
ny la
nd
for th
em
selv
es, b
ut w
ere
allo
wed to
giv
e it to
oth
er p
eop
le.
•They co
uld
govern
the co
lon
y fo
r 21
years, a
fter th
at, th
e co
lony’s
govern
men
t was to
pass to
the ru
ler o
f Eng
land
.
Colo
nis
ts•
Og
leth
orp
e in
terv
iew
ed
hundre
ds o
f people
, bu
t only
acce
pte
d 3
5
fam
ilies to
travel to
Georg
ia.
•H
e o
nly
acce
pte
d p
eople
with
skills to
make
Georg
ia a
succe
ss (ta
ilors, ca
rpente
rs, bake
rs, farm
ers, e
tc.).•
Man
y B
ritish citize
ns su
pporte
d O
gle
thorp
e’s v
entu
re b
y d
onatin
g
supplie
s and m
on
ey.
•A
ll colo
nists w
ere
giv
en 5
0 a
cres o
f land, to
ols fo
r farm
ing, a
nd
food to
last fo
r on
e y
ear.
•In
retu
rn, th
e co
lonists h
ad
to a
gre
e to
defe
nd th
e la
nd, n
ot se
ll la
nd, g
row
crops, a
nd
to o
bey a
ll of th
e tru
stees’ ru
les.
© 2
01
4 B
rain
Wrin
kle
s
Settle
men
t CLO
ZE N
ote
s K
EY
A
meric
a•
On
Novem
ber 1
7, 1
73
2, th
e Anne sa
iled fro
m E
ngla
nd w
ith
Og
leth
orp
e a
nd 1
14
oth
er p
eople
on b
oard
.•
In Ja
nu
ary
1733, th
ey a
rrived in
Am
erica
.•
Og
leth
orp
e se
lecte
d a
hig
h b
luff
overlo
okin
g th
e S
avan
nah R
iver
for se
ttlem
ent.
•The n
ew
city w
ould
be ca
lled S
avann
ah
.
Tom
och
ich
i•
While
scoutin
g th
e n
ew
land
, Og
leth
orp
e m
et a
gro
up o
f Yam
acra
w
(Cre
ek) In
dia
ns a
nd th
eir ch
ief, To
moch
ichi.
•O
gle
thorp
e d
id n
ot w
ant a
ny co
nflict to
occu
r betw
een th
e In
dia
ns
and th
e co
lonists.
•H
e w
ante
d to
negotia
te fa
irly w
ith To
moch
ichi to
ensu
re th
e
succe
ss of th
e n
ew
settle
ment.
Mary
Mu
sg
rove
•Fo
rtunate
ly fo
r Og
leth
orp
e, a
part-In
dia
n w
om
an n
am
ed
Mary
M
usg
rove o
ffere
d to
be h
is inte
rpre
ter.
•Sh
e se
rved a
s inte
rpre
ter fo
r Ogle
thorp
e fro
m 1
733 to
174
3 a
nd
help
ed h
im w
ork
peace
fully
with
the C
reek In
dia
ns.
•M
usg
rove h
elp
ed
Ogle
thorp
e a
nd To
moch
ichi w
ork
tog
eth
er to
esta
blish
a p
eace
ful re
latio
nsh
ip.
•H
er co
ntrib
utio
ns w
ere
critical to
the fo
un
din
g o
f the co
lon
y o
f G
eorg
ia.
Savan
nah
•In
Febru
ary
1733
, Ogle
thorp
e a
nd
the co
lonists cle
are
d th
e la
nd
besid
e th
e riv
er fo
r the n
ew
city o
f Savannah.
•The tru
stees h
oped th
at S
avann
ah
would
be a
“classle
ss socie
ty”.
•They w
ante
d th
e h
ouse
s to b
e sim
ilar, th
e la
nd
hold
ing
s to b
e
restricte
d, a
nd
slavery
to b
e fo
rbid
den
in th
e co
lon
y.
© 2
01
4 B
rain
Wrin
kle
s
Settlement
Georgia© 2014 Brain Wrinkles
SS8H2a
Creating a
in
Oglethorpe• James Oglethorpe was a wealthy, well-
educated member of England’s Parliament.
• He was upset with the harsh conditions that many of London’s citizens faced, especially those that were thrown in jail for debt.
• Oglethorpe worked to improve the quality of life for these citizens.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
James Oglethorpe, the Founding Father of
Georgia
Oglethorpe• In 1720, he began talking about creating a
colony to help the country’s poor and unemployed.
• Oglethorpe asked King George II for a charter of land in America in 1730.
• It was proposed that the new colony be called Georgia, in honor of the king.
© 2014 Brain Wrinkles
Georgia• King George liked the idea because the
colony would help England economically.
• It would also serve as a buffer colony between Florida (Spanish-controlled land) and the British colony of South Carolina.
• In 1732, King George granted a charter that created the colony of Georgia and named Oglethorpe as one of the trustees that would govern the new colony.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Charter of 1732• The Charter of 1732 outlined the reasons for
settling Georgia:
I. Charity: The poor and unemployed could apply to move to Georgia.
II. Economics: The new colony would send silk, wine, and indigo back to England for profit.
III. Defense: Georgia would protect South Carolina and other colonies from the Spanish, French, and Native Americans.
© 2014 Brain Wrinkles
Trustees• Georgia was to become a trustee colony.
• The new trustees could not keep any land for themselves, but were allowed to give it to other people.
• They could govern the colony for 21 years, after that, the colony’s government was to pass to the ruler of England.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Seal of the Trustees
Trustees Appointed by the Charter of 1732
Colonists• Oglethorpe interviewed hundreds of people,
but only accepted 35 families to travel to Georgia.
• He only accepted people with skills to make Georgia a success (tailors, carpenters, bakers, farmers, etc.).
• Many British citizens supported Oglethorpe’s venture by donating supplies and money.
© 2014 Brain Wrinkles
Colonists• All colonists were given 50 acres of land, tools
for farming, and food to last for one year.
• In return, the colonists had to agree to defend the land, not sell land, grow crops, and to obey all of the trustees’ rules.
© 2014 Brain Wrinkles
America• On November 17, 1732, the Anne sailed from
England with Oglethorpe and 114 other people on board.
• In January 1733, they arrived in America.
• Oglethorpe selected a high bluff overlooking the Savannah River for settlement.
• The new city would be called Savannah.© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Savannah River
Tomochichi• While scouting the new land, Oglethorpe met
a group of Yamacraw (Creek) Indians and their chief, Tomochichi.
• Oglethorpe did not want any conflict to occur between the Indians and the colonists.
• He wanted to negotiate fairly with Tomochichi to ensure the success of the new settlement.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Yamacraw Indian Chief, Tomochichi, and his
Nephew, Toonahowi.
Tomochichi and Oglethorpe
Mary Musgrove• Fortunately for Oglethorpe, a part-Indian woman
named Mary Musgrove offered to be his interpreter.
• She served as interpreter for Oglethorpe from 1733 to 1743 and helped him work peacefully with the Creek Indians.
• Musgrove helped Oglethorpe and Tomochichi work together to establish a peaceful relationship.
• Her contributions were critical to the founding of the colony of Georgia.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Oglethorpe, Mary Musgrove, Tomochichi, and
other Yamacraw Indians
Savannah• In February 1733, Oglethorpe and the
colonists cleared the land beside the river for the new city of Savannah.
• The trustees hoped that Savannah would be a “classless society”.
• They wanted the houses to be similar, the land holdings to be restricted, and slavery to be forbidden in the colony.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Savannah City Plan, 1734
Teacher Info – GA Awareness T-Shirt• Print off the T-Shirt handout for each student.
• Front of Shirt: The students will design a t-shirt to help spread the word about the new colony of GA. The design should share reasons why GA is a good investment for England.
• Back of Shirt: They will write a persuasive paragraph that describes the shirt’s design and why donors should help fund the new settlement.
© 2014 Brain Wrinkles
Directions: Help Oglethorpe spread the word about the Charter of 1732 and the new colony of Georgia. Create a t-shirt to try to get donors to help fund the new settlement by sharing the reasons why the colony of Georgia is a good investment for England. Explain your design on the back side of the shirt.
Georgia Awareness T-Shirt
© 2014 Brain Wrinkles
Front Back
Teacher Directions - Chart
• Print the Georgia VIPs graphic organizer for each student.
• Students will complete the graphic organizer while discussing the presentation.
• Check answers as a class at the end of the presentation to be sure that all charts are completed correctly.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Georgia VIPsWho is this? How was this person important to
Georgia’s history?Illustration
JamesOgletho
rpe
ChiefTomochi
chi
Mary Musgro
ve
Directions: Complete the chart below while discussing the presentation.
© 2014 Brain Wrinkles
Georgia VIPs - KEYWho is this? How was this person important to
Georgia’s history?Illustration
JamesOgletho
rpe
Wealthy member of the British parliament who wanted to help the country’s poor; came up with idea to send unemployed to a new colony in America
Asked King George for a charter of land and founded the first settlement in GA; worked peacefully with Tomochichi and the Yamacraw Indians
ChiefTomochi
chi
Elderly chief of the Yamacraw Indian tribe
He met Oglethorpe while O. was scouting for a place to build the settlement; he was open to a peaceful relationship with colonists; negotiated fairly with Oglethorpe
Mary Musgro
ve
Part-Indian woman who worked at a trading post
Agreed to be the interpreter for Oglethorpe & Yamacraw (Creek); helped him work peacefully with the Indians
Directions: Complete the chart below while discussing the presentation.
Teacher Info – Day Planner• The students will imagine that they are one of the
significant people from this lesson – Oglethorpe, Tomochichi, or Musgrove.
• They will create a day planner (schedule) that outlines what they will be doing each hour of the day, from the time they get up until they go to sleep.
• Remind the students to think about what the person is known for and how he/she contributed to Georgia’s history when creating the schedule.
© 2014 Brain Wrinkles
Directions: Imagine you are one of the significant people from this time period (Oglethorpe, Musgrove, or Tomochichi). Create a day planner that details what you will be doing each hour of the day. Start with the hour of the day you would probably wake up and end with the hour you would probably go to sleep. Include an entry for every hour between those two events. (*Think about what how/why the people are significant to Georgia’s history.)
Colonial Georgia Day Planner
© 2014 Brain Wrinkles
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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_________________________________________________________________
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_________________________________________________________________
_____________
Teacher Info – A Can for Savannah• Have the students create a can to commemorate the
founding of Savannah (like the Coca-Cola cans that celebrate the Olympics).
• They should include symbols to represent Oglethorpe, Charter of 1732, Tomochichi, Musgrove, etc., in their design.
• In the textbox, they will write a paragraph about the can’s design and how it is significant to the founding of Savannah.
© 2014 Brain Wrinkles
A Can for SavannahDirections: Design a can to commemorate the founding of Savannah, the first settlement in the new colony of Georgia. Be sure to include key people and events in your design (Oglethorpe, Musgrove, Tomochichi, Charter of 1732, etc.). In the textbox, explain your can’s design and how it is significant to the founding of Savannah.
Can Description:
© 2014 Brain Wrinkles
Teacher – Crystal Ball Predictions
• Have students make a prediction about what life will be like in the Georgia colony over the next few years.
• Have them think about Oglethorpe & the trustees, Savannah, the Spanish in Florida, etc. *This is a good lead-in to the next standard!© 2014 Brain Wrinkles
Crystal Ball PredictionsWhat do you think life will be like in the Georgia colony over the next few years. (What happens to Oglethorpe and the trustees? Will the
colonists like living in Savannah? Where are the Spanish?)
Crystal Ball PredictionsWhat do you think life will be like in the Georgia colony over the next few years. (What happens to Oglethorpe and the trustees? Will the
colonists like living in Savannah? Where are the Spanish?)
© 2014 Brain Wrinkles © 2014 Brain Wrinkles
Thank You!
© 2014 Brain Wrinkles
Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store.
If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways.
Best of luck to you this school year,
Ansley at Brain Wrinkles
Terms of Use
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store.
This resource is not to be used:• By an entire grade level, school, or district without purchasing the proper number of licenses. For
school/district licenses at a discount, please contact me.• As part of a product listed for sale or for free by another individual.• On shared databases.• Online in any way other than on password-protected website for student use only. © Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Thank you,
Ansley at Brain Wrinkles
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